This chapter examines various components of a proposal
and suggests good ways to present these components. This
chapter follows the U.S. Department of Education's general
outline of proposal components. However, the ideas can be
applied to any formal grant-writing situation.

If you have not already done so, you may want to read the
sample proposals in Appendices A, B, C, D, and E. They
provide models against which you can compare the ideas given
in this chapter.

Some General
Ideas

Think of a proposal as a contract document in which you
clearly specify what problem you will solve or what task you
will accomplish. You say when, where, and how you will do
this. You specify how the funding agency will be able to
assess your progress and determine when you have
appropriately completed the project.

A different way to think about a proposal is as a
detailed planning document. Some time in the future--when
you obtain the needed resources--you are going to solve a
particular problem or accomplish a particular task. The
proposal is a very detailed plan of how you will do this
work.

Sometimes, the work of preparing the proposal itself may
be a major step toward your goal. For example, a proposal
may contain a survey and analysis of the relevant research
literature on a particular problem. This may require a huge
amount of time and effort to compile, but the literature
analysis is a first step toward solving the problem or
carrying out the task described in the proposal.

Viewed as a planning document, a proposal specifies what
resources are needed, how they will be used, and when they
will be used. If the proposal is funded, you will hire staff
and put people to work on a plan of action calling for
specific tasks to be accomplished by specific deadlines.
Such administrative details can be identified and written
into the proposal, greatly reducing the workload of
implementing the project after it is funded.

As you write a proposal, keep in mind that your job is to
convince the Resource Provider that you will be successful
in what you set out to do. Your attention to detail in the
proposal provides evidence of your ability to carry out the
work of the project.

Before You
Start Writing

Writing a proposal is like doing other types of writing.
Writing is a process. It begins with brainstorming ideas. It
proceeds through a sequence of drafts, with feedback being
provided by oneself and others. The final draft is cleaned
up ("polished") for publication. Process writing takes
considerable time and effort. When writing a proposal, be
sure to allow yourself the needed time. Chapter 9 includes a
section discussing the desktop publication of proposals.

Before you start writing a proposal, make sure you have a
relatively clear understanding of the overall mission or
purpose of the project and the goals you want to accomplish.
The mission or purpose is a lofty, high-level, overarching
motive for a project. A simple, short, clear statement of
the overall mission or purpose is highly desirable. This
statement will appear in the abstract and body of the
proposal, as well as a number of times in other components
throughout the document. It is common to include it in the
first paragraph of the proposal.

Some people are skilled at developing proposal titles
that use short, catchy titles or contain acronyms focusing
on the Project Mission. For example, a proposal that
provides telecommunications access for the kids in your
local school district could be titled Project TALK
(Telecommunications Access for Local Kids). This acronym
relates to the project idea, which could involve a major
emphasis on offering local kids the opportunity to talk with
students in other schools by providing them with
telecommunications access to the outside world.

After your general purpose becomes clear, begin to think
about more specific goals and objectives. These goals are
stepping stones to the successful fulfillment of the larger
mission. Each of these goals is in turn supported by one or
more objectives. Accomplishing the objectives that underlie
a goal accomplishes the goal. The objectives may be
supported by sub objectives. These objectives and sub
objectives are precise and measurable.

The following sample outline for a simple staff
development project is used in several of the examples in
this chapter.

Before you begin writing a proposal, you should have a
fairly good understanding of the mission, goals, objectives,
and sub objectives. As you proceed in the writing task, you
will return to this outline over and over again. You will
undoubtedly make changes to this outline, and each change
will lead to changes in a number of different places in the
proposal and its budget. Needless to say, you should use a
word processor and a spreadsheet!

Staff and other project resources will be allocated to
each objective and subjective in your outline. At what
level? Over what period of time? How will someone be able to
tell when an objective or subjective has been successfully
completed? The proposal answers these types of
questions.

The remainder of this chapter examines nine major
components of a formal proposal. Some granting agencies will
omit or combine some components. Others will require
additional components, typically formed by dividing one of
the components given here into two parts. Regardless of its
specific format requirements, a complete formal proposal
must cover each of the ideas underlying the nine components
discussed in this chapter.

Point values assigned to these various components vary
with the granting agency. The point values for a typical
U.S. Department of Education proposal are given in Figure
8.2.

Remember, if the proposal does not address the specific requirements in the Request for Proposals, it is rejected out of handthat is, it is not evaluated at all.

Component of Proposal

Points

1. Problem Statement. Includes needs
assessment and brief summary/analysis of the
literature.

10

2. Methodology. Provides a detailed discussion
of methodology to be used to solve the problem. May
contain a substantial analysis of the research
literature.

30-35

3. Plan of Operation. Provides a detailed
discussion of steps to be followed in implementing
the methodology.

10-15

4. Evaluation. Covers the formative evaluation
of ongoing work and summative evaluation of the
overall project.

5-10

5. Key Personnel. Gives the names and
qualifications of personnel who will be working on
the project.

10

6. Adequacy of Resources. Analyzes the adequacy
of total resources available to the Resource
Seeker, including local and grant-provided
resources.

5

7. Impact. Analyzes the short- and long-term
impact of the project.

5

8. Organizational Capability. Provides a
description of the overall capabilities and
resources of the organization submitting the
proposal.

10

9. Budget. Includes a detailed budget and budget
notes.

5

10. Appendices. Some may be required and others
may be optional.

0-5

Total Points

100

Figure 8.2.Point values for a Department of
Education proposal.

Problem Statement and
Needs Assessment

This component of the proposal is assigned 10 points (10%
of the total points) in a typical proposal to the U.S.
Department of Education.

The problem statement addresses a project's general
mission or purpose. For example, a project might seek to
improve the functional hypermedia literacy of students. This
is a lofty purpose. If the project is successful, students
will be able to create and use hypermedia. Contrast this
with a project whose mission is to increase the number of
computers in a school. A reviewer of such a proposal may
ask, "So what? How will this improve the quality of
education for students in this school?" This proposal does
not convey the large-scale view of the funding's ultimate
return on the granting agency's investment.

The general mission statement (overall project goal or
goals) is followed by several more specific project goals.
If the mission is to improve hypermedia literacy, specific
goals might be to acquire needed hardware and software,
develop and test curriculum, develop student assessment
criteria and materials, train teachers, and assist teachers
as they implement the new curriculum materials.

The mission and goals are followed by a needs assessment.
This section often contains a brief summary of the
literature relating to the project. Usually one or two
paragraphs long, this review provides a transition to the
methodology component, which presents a more detailed review
and analysis of the literature.

National
Needs Assessment

Every project proposal must justify the proposed mission
and goals. What is the need that is being addressed? Who
will benefit if the project is carried out, and how will
they benefit? Sometimes a needs assessment contains two
major parts, one part addressing the national, state, or
regional need for the project and the second part assessing
local needs. The main emphasis should be on the local need,
but it is desirable to tie this in with a state or national
need.

A national needs assessment may be provided by reports in
the literature. For example, the National Council of
Teachers of Mathematics (NCTM) has developed "standards" for
mathematics education in the United States. These standards
discuss calculators and make detailed recommendations about
their use in schools. The work of the NCTM might serve as a
national component in a total needs assessment for a
proposal about calculators in local schools. Standards that
have been developed by the International
Society for Technology in Education are a useful
component of a national needs assessment.

You might be tempted to make use of, the 1983 report
entitled A
Nation at Risk: The Imperative for Educational
Reform. This contains general recommendations about
the use of computers in schools. This report is often cited
in needs assessments for proposals on this subject. Quoting
publications from 1983 in a proposal related to a field
changing as rapidly as educational technology strongly
suggests that you have not kept up with current events. A
proposal evaluator might give you a lower rating for citing
out-of-date literature. In a proposal involving rapidly
changing technology, many of your citations should not be
more than one or two years old.

Finally, a national need may come from a national
political agenda. As an outcome of the historic Governors'
Meeting in Charlottesville, Virginia in 1989, the Governors
of the 50 states adopted the six National Education Goals
for the education of all students in the United States. Two
other goals were added later. The National
Education Goals are that by the year 2000:

All children in America will start school ready to
learn.

The high school graduation rate will increase to at
least 90 percent.

All students will leave grades 4, 8, and 12 having
demonstrated competency over challenging subject matter
including English, mathematics, science, foreign
languages, civics and government, economics, arts,
history, and geography, and every school in America will
ensure that all students learn to use their minds well,
so they may be prepared for responsible citizenship,
further learning, and productive employment in our
Nation's modern economy.

United States students will be first in the world in
mathematics and science achievement.

Every adult American will be literate and will
possess the knowledge and skills necessary to compete in
a global economy and exercise the rights and
responsibilities of citizenship.

Every school in the United States will be free of
drugs, violence, and the unauthorized presence of
firearms and alcohol and will offer a disciplined
environment conducive to learning.

The Nation's teaching force will have access to
programs for the continued improvement of their
professional skills and the opportunity to acquire the
knowledge and skills needed to instruct and prepare all
American students for the next century.

Every school will promote partnerships that will
increase parental involvement and participation in
promoting the social, emotional, and academic growth of
children.

Interestingly, none of these goals directly mentions
computer technology. However, the Clinton Administration did
set some goals for technology, including that every
classroom should be connected to the Internet. Substantial
progress occurred toward achieving this goal.

The Bush Administration has consolidated its education
agenda into the No
Child Left Behind Act of 2001.This
legislation might serve as part of a national needs
assessment in a proposal.

Local Needs
Assessment

A local needs assessment should specifically address the
mission of your proposal. It is not enough to say that the
NCTM recommends routine use of calculators in schools. What
is happening locally in the school where you will carry out
the calculator project? Are there already some calculators
in use? Have the teachers been trained? Are appropriate
curriculum materials available? What do parents, school
board members, and other stakeholder groups think about the
idea?

Similarly, it is not sufficient to quote the ISTE
National Educational Technology Standards for Students,
Teachers, or School Administrators. What are the state and
local goals within these standards areas? A "need" exists
where there is a large discrepancy between state and local
goals and what is actually being accomplished in the schools
and school districts.

Conducting a needs assessment can be a lot of work.
However, if your organization has done a careful job of
long-range planning, the planning process may well have
included a great deal of needs-assessment work. If so, this
will prove useful in your proposal writing.

For example, suppose your local science and technology
museum has done long-range planning. In the planning
process, your museum has discovered that many similar
museums have developed large computer-based exhibits and
offer various computer courses. Your museum then surveys
various local stakeholders, including local companies,
schools, and museum members. These surveys show strong
support for computer-related activities. Finally, the
museum's board of directors sets as one of its long-range
goals a substantial increase in computer-related activities.
This work of the long-range planning group could make a
major contribution to the needs assessment component in a
proposal you write.

Methodology

The methodology component of the proposal is assigned
30-35 points (30-35% of the total points) in a typical
proposal to the Department of Education. This is by far the
largest number of points assigned to any component.

The key idea here is that a project should be designed to
solve a problem or accomplish a task. Don't propose to
reinvent the wheel. Instead, use a methodology that takes
advantage of and builds on the previous work of others. The
methodology component of a proposal is closely tied into,
and often expands on, the brief literature survey in the
Problem Statement and Needs Assessment component.

Everyone has an opinion on how to solve educational
problems. Funding agencies are interested both in seminal
research on these problems and on implementation of
carefully researched ideas that have a high probability of
success. Are you proposing to do seminal research, or are
you proposing to implement ideas that others have carefully
researched? Many implementation proposals lack the
references to the research literature that might suggest the
proposal writer is quite familiar with was will work--what
will lead to success in the project.

Suppose that your overall mission is to improve the level
of computer literacy of students in a school. It occurs to
you that if teachers knew how to use computers for their own
personal productivity, they might better help their students
gain computer literacy. But how do you know this is true?
Where is the research evidence to back your hypothesis? What
methodologies are most apt to lead from increased computer
use by teachers to computer literacy among students?

In proposals focusing on research, materials development,
and implementation, a through review and analysis of the
literature is important. In proposals to agencies such as
the National Science Foundation and the Department of
Education, such a literature review is required. The level
of detail in the review must be consistent with the size of
the proposal. Thus, a $1 million proposal requires a much
more detailed literature review than does a $50,000
proposal.

Because it can take hundreds of hours to carry out an
adequate review of the literature, Resource Seekers
ordinarily write proposals in areas in which they have a
great deal of technical expertise. They have already spent
hundreds of hours developing the general background
necessary for a literature review. They may have obtained a
doctorate in this area of study. Thus, they may be able to
carry out the literature review for a specific project in
only tens of hours.

Indeed, if you are writing a "small" proposal (perhaps
for $5,000 or so), you may be able to complete an adequate
literature review in just an hour or so. See appendices B,
C, and D for examples of small proposals.

Reviewers evaluating your proposal will be familiar with
the literature related to your proposal topic. At the same
time, they will expect your literature review to increase
their own knowledge and bring them up to date. Thus, this
section of the proposal provides an opportunity for you to
show your professional preparation and competence.

Plan of
Operation

The plan of operation component is assigned 10-15 points
(10-15% of the total points) in a typical proposal to the
Department of Education. This component of a written
proposal may be longer and more detailed than is suggested
by the modest number of points assigned to it.

Here are six major parts of a plan of operation.

Project Design
Resources will be used to solve a problem or accomplish a
task. The Project Director will manage the use of the
resources. The project needs to be designed so that it
can be effectively managed and its goals can be
accomplished. A project design includes details on the
tasks that will be carried out, the order in which they
will be done, and the resources necessary to do them. The
proposal reviewers should be convinced that you have
carefully thought through the detailed management of the
project and that your project design is adequate to the
task at hand.

Relation of Objectives to Mission or Purpose
The problem statement is the anchoring point for the
proposal. It says what you intend to accomplish. You will
have a number of tasks related to the various objectives.
Remember, a goal is supported by measurable
objectives.

Use of Resources to Achieve Objectives
What resources will be brought to bear on the various
objectives? A Project Staff Loading Chart, illustrated
later in this section, is an effective way to represent
use of staff resources. For each staff member and
objective, it gives the number of days to be allocated in
each project year. The proposal reviewers and the funding
agency look very carefully at this part of the plan.

Management or Organizational Plan
Who will do what, when will they do it, and how will
progress and completion be measured? A Project Activity
Chart, illustrated later in this chapter, addresses these
important questions and lays out a time frame for the
task.

Dissemination
How will the results be disseminated? Dissemination at
both the local and national levels is often desirable.
Many proposals contain only a weak dissemination plan.
Poor dissemination limits the impact of a project.

Equal Access and Treatment of Underrepresented
Populations
This is often a weak part of proposals. Of course, some
projects are specifically designed to address this issue.
Strength in this part of a proposal can often add several
points to its overall evaluation.

Project
Staff Loading Chart

Several parts of the plan of operation can be represented
using tables or spreadsheets. We will use the staff
development workshop proposal (see figure 8.1) to illustrate
this idea. The spreadsheet in Figure 8.3 lists all project
staff, their FTE, and the number of days allocated to each
task. This is a very extensive staff development activity.
It will have 10 full days of inservice during the second
semester of the year, and 10 full days during the summer.
All sessions will be held in the Educational Service
District building. We will be making use of a large
classroom that is equipped with 40 networked computers.

Some of the staff time may be listed in the form of
in-kind contributions of time or time contributed by
volunteers. Such details can be given in other sections of
the proposal or as notes tied to the chart.

Figure 8.3. A sample Project Staff Loading
Chart.

Project
Activity Chart

A Project Activity Chart (see Figure 8.4) lists the main
activities and sub activities outlined in the proposal. It
gives a time line for each. It might also show who is
responsible for each activity and how completion will be
measured. The spreadsheet format effectively summarizes a
lot of information. Sometimes you will want to accompany the
spreadsheet with notes similar to the Budget Notes near the
end of this chapter.

Evaluation
Plan

The evaluation plan component is assigned 5 points (5% of
the total points) in a typical proposal to the Department of
Education. Although the point value assigned to this
component is often quite small, it is a critical component.
In a well-written proposal, the evaluation component usually
is longer and more detailed than its point value would
reflect.

Note: In the Preparing Tomorrow's
Teachers to use Technology grants (which began in
1999) designed to help improve IT in preservice
teacher education, the Department of Education
assigned a full 25% of the possible points to the
evaluation component of the proposal. In recent years,
the Federal Government has placed substantially
increased emphasis on evaluation of projects. This is
in line with an increasing emphasis on accountability
in government (and education).

A well-written proposal contains detailed plans for both
formative and summative evaluation. Formative evaluation
refers to an evaluation of the project while it is ongoing,
allowing midcourse corrections. A summative evaluation
evaluates the overall project based on data gathered both
during and after the project. Have the goals and objectives
stated in the original proposal been accomplished? The
summative evaluation is an important part of the final
report for a project.

It is not uncommon to do an evaluation of the long-term
residual impact of a project. This may be done months, or
even years, after the project has been completed. Indeed,
sometimes a separate project is carried out to measure the
long-term residual impact of a previous project.

Large projects will have full-time professional
evaluators on staff or include a contract for an outside
evaluation. Outside evaluators are used when the intent is
to have impartial evaluation by people who are not
intimately involved in implementation of the project. The
cost of evaluation in a large project might be in the range
of 5-10% of the entire project budget. Indeed, some funding
agencies are now suggesting that the evaluation activities
may consume more than 10% of a project's resources.

In smaller projects, evaluation will be less intense and
will usually be carried out by project staff who have other
duties in the project. The 5-10% cost figure still provides
a good rule of thumb. Do not slight the formative and
summative evaluation aspects of your project. If your own
local (contributed) resources permit, indicate that you will
do a long-term residual impact evaluation one or two years
after the project has ended, and provide evidence that you
have done similar residual impact evaluation on previous
projects.

Formative evaluation for each major activity of the
project is carried out in an ongoing, timely manner.
Feedback is provided to the people carrying out each major
activity. At the same time, data are gathered for use in
interim reports to the Program Officer, in the summative
evaluation, and in the final project report. Additional data
for the summative evaluation are gathered near the end of
the project.

The evaluation plan must be closely tied to the detailed
outline of the mission, goals, and objectives of the project
and to the detailed plan of operation. Thus, you may want to
include figures and tables in the evaluation component that
are similar to some of those in the other parts of the
proposal. Such redundancy in a proposal is bothersome to
some reviewers, but it is very helpful to others because it
makes a proposal easier to read.

The evaluation plan should say exactly what is to be
evaluated, when the evaluation will be done, who will do it,
how it will be carried out, and what the criteria are for
gauging the success of objectives and sub objectives. The
evaluation plan should include details on the types of
information that will be provided to the Program Officer and
the dates when this information will be submitted. This can
all be represented in a table or chart.

Key Personnel

The key personnel component is assigned 10 points (10% of
the total points) in a typical proposal to the Department of
Education. One way to think about the key personnel
component is that the funding agency is "hiring" you to do
some work. The funding agency wants to hire well-qualified
people. Thus, you need to tell the funding agency who it
will be hiring and provide solid evidence that the key
personnel are qualified to carry out their duties.

This section of a proposal might be organized into
subsections, with one subsection per key project staff
member. A subsection names the person and contains a
paragraph highlighting his or her general qualifications,
background, and experience--especially as it relates to the
work to be done in the project. This paragraph also refers
the reader to a vita appearing in the appendices to the
proposal. Most funding agencies limit the length of each
vita to two pages.

The vitae in most proposals are poorly done. They lack
uniformity and display poor writing and desktop publication
standards. You may be able to gain 1-2 points in the overall
evaluation of your proposal by formatting every vita the
same way, restricting the length of each vita to two pages,
and doing a nice desktop-publishing job on them. Remember,
in a highly competitive situation, a single point can make
the difference between being funded and not being
funded.

The subsection on each key staff member should include
information on his or her full-time equivalency (FTE),
duties, and qualifications to perform these duties.

One of the required assurances in most proposals is an
affirmative action/equal opportunity statement. This will
often appear in the key personnel component of the
proposal.

Adequacy of
Resources

The adequacy of resources component is assigned 5 points
(5% of the total points) in a typical proposal to the
Department of Education. It analyzes the total resources
available to the project, both from the funding agency and
locally.

The purpose of this component is to argue that the
budget--the combination of resources being sought and the
in-kind contributions--is neither too large nor too small.
If the total amount of resources is too small, there is a
good chance that the project will not be completed or that
it will be completed only by a lot of corner-cutting that
lead to poor results. If the project is over budgeted, the
funding agency will not get its money's worth.

This is often a difficult section to write. You want to
convince the funding agency representatives that they are
getting a good deal by working with you. Suppose that your
organization is located in a low-wage region of the country,
that you have available a highly qualified pool of students
who work at student wages, and that you make extensive use
of unpaid volunteers. This could justify a low budget for
staff and give you an advantage in a competitive proposal
situation.

However, you do not want to underbid the project. If you
do not end up with enough resources to meet high standards
in carrying out the project, you are left with difficult
choices. You either do quite a bit of free work or use other
resources of your organization, or you risk not achieving
high standards in the project work. This could handicap you
in attempts to get future grants.

Impact

The impact component of the proposal is assigned 5 points
(5% of the total points) in a typical proposal to the
Department of Education; however, in many project proposal
situations, it will have a higher point value.

This component assesses the project's potential impact on
the world, nation, state, school district, and other
entities if the project is funded and carried out
successfully. Discuss both the short- and long-term impact
of the project.

Think about this component from the Resource Provider's
point of view. Although your goal may be to solve the
technology problems of one school, representatives of a
federal agency realize that there are more than 100,000
schools in the United States. Solving the problems of one
school may do little toward solving the problems of 100,000
schools. What can your project do to solve the local problem
and contribute toward solving the larger problem? Here are
three suggestions for addressing this issue.

Develop an entrepreneurial attitude.
Perhaps some of the project work can be commercialized.
This is such an important idea that many funding agencies
require you to develop a plan for the commercial
distribution of materials being developed in a project.
This idea is discussed further in Chapter 11.

Develop a dissemination plan.
Develop a careful dissemination plan for the project
materials and results. Identify key groups of people who
would benefit by knowing the results of your project
work. Indicate what information will be conveyed to these
groups and how this will be done.

Use modern dissemination technologies.
Use modern technologies as part of your dissemination
plan. Perhaps part of your dissemination could be done
through a Gopher or World Wide Web server. Perhaps it
will be effective to develop a CD-ROM and give away a
number of copies. A clear statement of your electronic
dissemination strategy shows that you know how to use
this technology for educational purposes.

Organizational
Capability

The organizational capability component of the proposal
is assigned 10 points (10% of the total points) in a typical
proposal to the Department of Education. It contains an
analysis of local resources available to the Resource
Seeker, including libraries, research facilities, office
space, and computer facilities.

Here are a few suggestions for designing this
component.

Sequence the content from general to specific.
Discuss the resources available in the community, then
from the organization, and then from individuals involved
in the project.

Focus on resources directly related to project
activities.
These might include the following: libraries; computing
facilities, including an Internet connection; media
production facilities; research facilities; access to
students, classrooms, and schools; and related projects
and additional personnel at the site.

Create lists of resources.
Create lists with specific examples to illustrate the
range and breadth of your resources. Focus on examples
that suggest that your site is particularly well suited
to carrying out the project.

Budget and
Budget Notes

The budget and budget notes component is assigned 5
points (5% of the total points) in a typical proposal to the
U.S. Department of Education.

The budget is usually a separate part of a proposal.
However, it is closely tied in with the plan of operations.
Typically, the budget will be prepared using a spreadsheet
that is tied in with the Project Staff Loading Chart and the
Project Activity Chart. A simple example is given in Figure
8.5. A budget is accompanied by budget notes that explain
the items of the budget that may not be obvious to a
reviewer. The budget notes that accompany the budget in
Figure 8.5 are tied to particular lines in the
spreadsheet.

Many proposals are fueled by substantial contributions of
local resources. Some of these may appear in the budget, and
it is common to add columns to the budget to show these
local contributions.

Budget
Notes

Lines 2, 3: Salaries at Organization XYZ are based on 48
weeks (240 days) of work per year. One FTE is 240 days,
including national holidays.

Lines 2, 3: Faculty members receive a benefits package
valued at 32% of their actual pay.

Line 4: Graduate Research Assistants working .20 FTE or
more for Organization XYZ receive free tuition at the rate
of $9,500 per year. Their benefits packages is estimated to
cost 10% of their salary.

Line 5: Technicians working .50 FTE or more for
Organization XYZ receive a benefits package estimated at 35%
of their actual pay. We will be making use of .25 FTE of our
departmental technician.

Line 9: This is based on approximately $2,000 to
duplicate the handout materials for participants,
approximately $1,600 to cover the costs of staff duplication
of materials, and approximately $400 for producing 80 copies
of the final report of the project.

Line 10: There will be approximately 40 participants.
Fifty nicely embossed notebooks with printed dividers will
be produced for participants and staff at a cost of about
$6.00 each.

Line 14: Staff will need to travel for interviews during
the needs assessment and to the workshop site at a school
located about 25 miles from Organization XYZ. Organization
XYZ reimburses travel at a rate of $.34 per mile.

Line 15: Participants are reimbursed for travel to the
workshops. Organization XYZ reimburses travel at a rate of
$.34 per mile.

Line 19: Estimated cost of "coffee break" services.
Participants pay for their own lunches during the 20 full
days of the workshop.

Line 20: This is a "token" fee for use of the 40-computer
large classroom at the Educational service District.

Line 25: The "Indirect" rate for Organization XYZ is 42%
on Salaries and Supplies. There are no indirect charges on
Travel and Other.

Activities

Choose a project that interests you. Use hypothetical
numbers to develop spreadsheets for a Project Activity
Chart, a Project Staff Loading Chart, and a Budget.

Experiment with changes in the budget and the
corresponding changes in the Project Activity Chart and
the Project Staff Loading Chart.